Missouri Advocates For Families Affected by Autism

We are a citizens action group advocating and lobbying for families that have a child with special needs. We believe that EVERY child has a right to a FREE and APPROPRIATE EDUCATION and should NEVER BE LEFT BEHIND.

A special-education teacher at Finkl Elementary School in the Little Village community has been removed from her classroom, Chicago Public Schools confirmed Tuesday — with the move coming after parents of her students complained of physical abuse against their children.

Luis Murillo said his 7-year-old autistic son had kept coming home from school with bruises on his body since early in the school year. The school told him it was from children fighting, Murillo said. The child also returned home with the knees of his pants ripped out, as if he had been pulled across the ground.

The boy cannot speak but started drawing this year, and he drew like crazy with colored markers on lined paper in a binder: Pictures of stick-figure children looking scared and sad, saying “no.” Tall stick figure women — three of them — with angry brows and giant teeth. A stick figure saying “help.”

“Every time he drew, we just thought he was drawing,” Murillo said.“He needs psychological help; not only him, but the other kids, too.”

Jessica Sanchez said her 8-year-old son, who has Down syndrome, came home with deep scratches on his face in early March, and the mark of what looked like an adult’s hand on his forearm last Thursday. An aide wrote a note that the boy scratched himself on a table, but the teacher told her the aide scratched him by accident.

Sanchez Picked him up early one day for a doctor’s appointment, and her son scurried behind her as soon as he saw her.

“He grabbed me, hid behind me and pointed at the teacher,” Sanchez said. “I was like, OK, what is the teacher doing that he’s pointing at her?”

She said she has been trying ever since to get answers from the principal, who told her he would contact the Department of Children and Family Services.

“All he said was he can’t get me any information until DCFS contacts me,” she said. He told her on Thursday that the teacher and aides had been removed from the classroom. She was at the school Monday when Chicago Police arrived.

None of the parents who contacted the Chicago Sun-Times knew who was to blame in the classroom for first-, second- and third-grade special-education students was to blame. They said the teacher had two aides working with her and the 13 children. They did not know what happened to the aides, but they didn’t want them around children.

The Sun-Times is not naming the teacher or aides because no one has been charged in connection with the matter.

CPS would not say why the teacher had been removed, nor would the district confirm what, if anything, had happened with the aides.

“The teacher has been removed from the classroom and has no contact with students. Appropriate further action will be taken pending the outcome of the investigation,” CPS spokesman David Miranda said in an email.

The Department of Children and Family Services would not confirm whether they had been called. Chicago Police had not made any arrests as of Monday afternoon, according to spokesman John Mirabelli.

CPS would not provide further information about the teacher, including how long she has worked for the district.

On her LinkedIn profile, she wrote that she has worked for CPS since March 2012 and is a special-education teacher.

None of the phone numbers listed for the teacher was in service. A message left for her on Twitter was not returned A woman identifying herself as the teacher’s mother said she would relay a message, but her daughter was told not to talk to anyone.

A Vaccine for Vaccine Damage?

You know, it takes a LOT to get me really fired up. I am pretty laid back (for the most part) and try to find something to smile about no matter what. Humor is my defense mechanism. I get stressed out or worried…I need to laugh. Maybe you’ve noticed that my blogs are usually aboutpoop cupcakes and beer bottle caps.

Well, Mountain Mama posted an article yesterday that really pissed me off. I’m talking I wanted to punch a hole in the wall and scream at the top of my lungs. Perhaps you saw it in your news feed on Facebook. Science Daily published an article titled, “First Vaccine to Help Control Autism Symptoms.” Yes, you read that correctly…a vaccine to control autism symptoms. And guess what it targets??? BINGO. The bad gut bacteria that so many kids with autism have.

I find this entire article, and the fact that researchers are looking for a vaccine to target fixing these kids’ guts, completely insulting. My son, at the hands of the medical community through unsafe vaccine practices, had his gut destroyed to the point that he stopped growing. STOPPED GROWING. He was loaded up with broad spectrum antibiotics for years for ear infections which led to an overgrowth of clostridium difficile among other bad bacteria. On top of this, he was given vaccines while he was taking these antibiotics, which even the CDC says shouldn’t happen. From the CDC’s vaccine guidelines: “Routine physical examinations and procedures (e.g., measuring temperatures) are not prerequisites for vaccinating persons who appear to be healthy. The provider should ask the parent or guardian if the child is ill. If the child has a moderate or severe illness, the vaccination should be postponed.“ But guess what? It still happens. Kids are still getting vaccinated while they are on antibiotics. I overheard a grandmother at preschool talking about how her granddaughter was grumpy because her tummy hurt from the antibiotics she was on, and in the very next breath she explained that it also could be because she got her MMR that day too. MMR and antibiotics. A recipe for disaster.

So rather than PREVENTING the destruction of a child’s digestive system, we are looking for a vaccine to help fix the damage. I am sorry, but this is just disgusting and is a great example of what is wrong with our medical system. Perhaps if the powers that be would take some time to look at WHY kids with autism have such bad gut bacteria and start working on reversing the practices that cause the gut damage in the first place, autism symptoms would be reduced without this new wonder vaccine.

Oh, wait…there is no money in that. No money in fewer antibiotic prescriptions. No money in reducing the number of vaccines that aregiven at well visits. No money in spreading them out. No money in taking out the dangerous adjuvants that make the vaccines shelf-stable for years. No money in healthy people. You and your children are worth more money when you are sick than when you are well.

I will leave you with something to think about. Since the beginning of March, my son has finally started to gain weight. We have been working on healing his gut for years and he is finally absorbing the nutrients from his expensive, organic diet. Guess what else is changing? He is becoming more social, more verbal, and he is having an easier time communicating and playing. His autism symptoms are lessening. Had we not wrecked his gut years ago, would he have autism today?

We will never know the answer to that question for my son, but just maybe if we start protecting the gut flora of our children NOW, we will see what happens to the autism rates. If only there was money to be made off of healthy children. Maybe then we would find out.

Regardless of what our school district is saying I would like to see everyone contact their legislators and tell them that EVERY child DESERVES an education. This would include those that do not want to attend school at this district. It is harmful for some students to go to school and they should not be DENIED an education because this district doesn't want to lose money. Have they not ruined enough lives already? Do they believe that our legislators need to make a law to allow them to destroy more?

R-7 ADVOCACY April 22, 2013

Dear Friend of Lee's Summit R-7 schools,

We always hesitate to send two 'Advocacy' e-newsletters in one day but are sending a second issue tonight due to an urgent legislative update. The following comes from Dr. McGehee, R-7 superintendent, with a request to contact your Missouri representative RIGHT AWAY.Please call your representative NOW and let him/her know that you want your elected rep to vote NO on House Bill 470 when it comes to the floor of the House of Representatives. In particular, contact House Assistant Majority Floor Leader Rep. Mike Cierpiot and let him know that the local taxpayers and the R-7 School District cannot afford this bill. Rep. Cierpiot's vote, as well as those of all of our representatives, is critical as he works with leadership to help determine which bills go to the floor for discussion and vote. We believe House Bill 470 could go to the floor for third and final reading anytime now!

House Bill 470 is a virtual charter school bill that will allow any resident student within the boundaries of the R-7 School District to enroll in a virtual charter school run by any other public school district or a private provider. We have already shared that this bill could cost almost $100 million in state aid for students who currently are not enrolled in public schools. MORE IMPORTANT is the local cost to the tax payer.
House Bill 470 will call for $6,862 to be paid to the virtual charter school by the local school district for each student who enrolls. The R-7 School District currently receives $3,414 per student from the State of Missouri for each full-time student. This leaves $3,448 for the local tax payer to contribute to the virtual charter school for each R-7 student who enrolls in one of these virtual charters while the State of Missouri refuses to fund its own Virtual School Program.

If you consider the percent of students that R-7's total enrollment makes up of the total public school students in Missouri, House Bill 470 has the potential to add over $1 million in costs to the tax payers of our school district. This brings up serious concerns regarding whether or not House Bill 470 may actually violate the Hancock Amendment, creating an unfunded state mandate.CALL REP. CIERPIOT AND YOUR OWN REPRESENTATIVE NOW AND VOICE THESE CONCERNS. Our schools cannot afford to lose $1 million annually.LINKS TO R-7 LEGISLATIVE PLATFORM AND ELECTED OFFICIALS
Visit http://www.lsr7.org/district/2012-legislative-platform/ to read the 2013 R-7 Legislative Platform and see a list of area elected officials. This web page also includes a Toolkit for Advocacy.ABOUT 'R-7 ADVOCACY'
The 'R-7 Advocacy' newsletter is designed to provide you with relevant and timely information about legislative activities. Through this electronic communication, we will also occasionally ask subscribers to consider contacting their elected officials about specific proposed legislation that would impact our students.
Thank you for subscribing to 'R-7 Advocacy'!UNSUBSCRIBE: To unsubscribe to this newsletter, please visit http://lists.leesummit.k12.mo.us/mailman/listinfo/r7advocacy, scroll down to "To unsubscribe from…," enter your e-mail and select "Unsubscribe or edit options." You may also e-mail Janice Phelan at Janice.phelan@leesummit.k12.mo.us with your request to be removed from the list.INVITING OTHERS TO SUBSCRIBE:If you know others who would like to subscribe to this newsletter, please direct them to http://lists.leesummit.k12.mo.us/mailman/listinfo/r7advocacy or ask them to e-mail Janice Phelan at Janice.phelan@leesummit.k12.mo.us and ask to be added to the list.WANT TO TRACK A BILL IN THE MISSOURI HOUSE OR SENATE?
To track a bill in the Missouri House of Representatives, visit www.house.mo.gov/billcentral.aspx?pid=26.
To track a bill in the Missouri Senate, visit www.senate.mo.gov/ and see "SEARCH FOR A BILL" on the left side of the web page.

Reporting On Disability Abuse Earns Pulitzer Nod

A series of investigative articles looking at the failures of a police force tasked with protecting people with developmental disabilities is being recognized as among journalism’s best.

Reporting from the online news site California Watch, which was founded by the nonprofit Center for Investigative Reporting, was named a finalist this week for the Pulitzer Prize for public service journalism.

The award recognized a five-installment series titled “Broken Shield” published between February and November 2012 examining California’s Office of Protective Services. Responsible for policing the state’s institutions known as board-and-care centers, reporters found that the department’s investigations of abuse were routinely fault-ridden.

In dozens of cases, for example, the news outlet found that women were allegedly sexually assaulted at state facilities, but no rape kits were ordered. In other instances, staff members at the care centers were allowed to continue working with residents even after being accused of abuse, the report indicated.

Since the stories were published last year, the series has prompted a criminal investigation and new laws in the state.

Considered journalism’s highest honor, the prizes are awarded annually by Columbia University. In addition to California Watch, The Washington Post was also named a finalist for public service reporting for examining mishandling of evidence by the Justice Department. The South Florida Sun Sentinel won the top prize in the category for an investigation of speeding among off-duty police officers.

Public corruption is a breach of trust by federal, state, or local officials—often with the help of private sector accomplices. It’s also the FBI’s top criminal investigative priority. To explain why the Bureau takes public corruption so seriously and how we investigate, we talked with Special Agent Patrick Bohrer, assistant section chief of our Public Corruption/Civil Rights program at FBI Headquarters.

Question: Why is public corruption so high on the FBI’s list of investigative priorities? Answer: Because of its impact. Corrupt public officials undermine our country’s national security, our overall safety, the public trust, and confidence in the U.S. government, wasting billions of dollars along the way. This corruption can tarnish virtually every aspect of society. For example, a border official might take a bribe, knowingly or unknowingly letting in a truck containing weapons of mass destruction. Or corrupt state legislators could cast deciding votes on a bill providing funding or other benefits to a company for the wrong reasons. Or at the local level, a building inspector might be paid to overlook some bad wiring, which could cause a deadly fire down the road.

Q: Can you describe the kinds of public corruption that the FBI investigates?A: It really runs the gamut. Bribery is the most common. But there’s also extortion, embezzlement, racketeering, kickbacks, and money laundering, as well as wire, mail, bank, and tax fraud. Right now, based on our intelligence on emerging trends, we are focused specifically on several major issues: corruption along our national borders; corrupt officials who take advantage of natural disasters or economic crises to divert some of the government’s aid into their own pockets; and a myriad of officials who may personally benefit from the economic stimulus funding.

Q: Where do you find this corruption?A: Just about everywhere—at the federal, state, and local levels throughout the country. And I should point out, the vast majority of our country’s public officials are honest and work hard to improve the lives of the American people. But a small number make decisions for the wrong reasons—usually, to line their own pockets or those of friends and family. These people can be found—and have been found—in legislatures, courts, city halls, law enforcement departments, school and zoning boards, government agencies of all kinds (including those that regulate elections and transportation), and even companies that do business with government.

Q: How does the FBI investigate public corruption?A: We’re in a unique position to investigate allegations of public corruption. Our lawful use of sophisticated investigative tools and methods—like undercover operations, court-authorized electronic surveillance, and informants—often gives us a front-row seat to witness the actual exchange of bribe money or a backroom handshake that seals an illegal deal…and enough evidence to send the culprits to prison. But we have plenty of help. We often work in conjunction with the inspector general offices from various federal agencies, as well as with our state and local partners. And we depend greatly on assistance from the public. So let me end by saying, if anyone out there has any information about potential wrongdoing by a public official, please submit a tip online or contact your local FBI field office. Your help really makes a difference.

Lawsuit against Ca DOE for systematic failure of disabled children continues

A federal district judge in Sacramento has denied a motion by the California Department of Education (CDE) to dismiss a lawsuit brought by two parent associations on behalf of children with disabilities. (Morgan Hill Concerned Parents Ass’n v. Calif. Department of Educ (U.S. Dist. Ct., Eastern Dist., Calif. No. 2:11-cv-3471-KJM-AC)). The parents have charged the department with systematically failing to assure that their children receive a free appropriate public education (FAPE) as required by federal and state law. The Court’s ruling of March 29 means the plaintiffs’ case may move forward.

Plaintiffs’ lead counsel Rony Sagy, of San Francisco’s Sagy Law Associates called the ruling “an important breakthrough for California children with special needs.” The
complaint, filed in 2012 by Sagy Law Associates and co-counsel Stephen Rosenbaum of Berkeley, details the experiences of numerous children who have suffered as a result of
CDE’s systematic failure to adequately monitor, investigate and enforce laws at the school district level.

The complaint alleges, for example, that children with behavior problems have been improperly tied to their chairs and excluded from all educational opportunities. In
another instance, plaintiffs claim that a 14-year-old who was bullied and had attempted suicide, was determined to have no social or emotional needs. The non-English-speaking
parents of a child with an autism diagnosis and ADHD were told the district had lost his records and demanded the parents agree to an educational program with dramatically
reduced services.

Other systemic allegations include

·unreasonable delays in student assessments,

·sidelining parents in the educational planning process

·failure to implement behavior and other educational plans

·failure to offer services to students transitioning from high school to adult living

·filing for unnecessary due process hearings against parents asking for an independent educational evaluation of their child.

The plaintiffs also claim that CDE’s own statistics show thatCalifornia school districts are consistently performing below the minimal federal requirements, and the targets set by the department itself, in areas such as proficiency rates in English and math.

CDE had argued that the court did not have jurisdiction to entertain the plaintiffs’ lawsuit because the federal Department of Education had exclusive authority to enforce the State’s monitoring and enforcement obligations.

The Court disagreed, finding that the Individuals with Disabilities Education Improvement Act explicitly charges the states with frontline responsibility to ensure the provision of a free appropriate public education.

The department also maintained that there was no private right of action to sue under federal law. The Court again disagreed. The Court also rejected CDE’s argument that the plaintiffs were barred from pursuing their special education claims because they had not exhausted their administrative remedies, such as a due process hearing or a compliance complaint filed with the department.

Plaintiffs’ attorney Sagy highlighted the need for a prompt resolution: “The stakes for these young people and their parents could not be higher. Taxpayers’ money is increasingly spent on legal fees to fight parents, rather than to provide their children with the necessary educational services.” According to the complaint,one school district spent $80,000 in an unsuccessful effort to avoid reimbursing parents the $4,500 cost of a statutorily provided independent educational evaluation. Sagy said plaintiffs hope to minimize the cost of litigation by engaging CDE in a mediated process designed to address the endemic problems alleged in the complaint.

The department had rebuffed earlier efforts to mediate.

CDE is represented by Paul Lacy and Kate Legrand of the department’s Legal Division.

This kind of abuse has become very normal for children and adults with autism in the public school system, residential centers and by many hired caregivers. How are we supposed to keep our children and adults with autism safe in a world that does not understand them and is quick to abuse them? And most abusers get away with it.

The man stands accused of beating a 23-year-old autistic man left in his care while the parents were out of town. The alleged victim in this case is non-verbal and engages in self-injurious behavior. A camera in the home captured footage of the abuse, and reportedly captured 2,000 images of violence against the young man. His mother reported that there are typically five caregivers in the home to help take care of his needs. The 50-year-old caregiver faces seven felony counts of abuse in the case. Another man has also been accused in the alleged abuse.

Parents have been increasingly concerned about the treatment that autistic children receive while in school or with other caregivers. The National Autism Association estimates that more than 200 students have died within the last five years due to restraints used in schools. Currently, no federal regulations exist to protect children from restraint practices that interfere with the ability to breathe. A study conducted by the University of Pennsylvania shows that over 18 percent of children with autism have been physically abused.

With such staggering statistics, it may seem difficult for parents of autistic children to know how to protect against abuse and restraint. Cameras, such as those used by the parents of the 23-year-old in San Diego, are a good starting point. Social stories can also be used to help children anticipate dangerous scenarios, and can help to communicate if they have experienced something similar. Parents should communicate with teachers and caregivers regularly. If it is possible, unannounced visits to schools can help to comfort the child and give parents peace of mind.

When it comes to autistic children who can't communicate abuse, parents must be vigilant to prevent abuse. Even the most seasoned caregivers can become frustrated with some children, but it is never an excuse for harming a child.

Sunday, April 7, 2013

Maybe our lawmakers are happy that we are 47th in the country and don't want to live up to the standards of other states.

JEFFERSON CITY, Mo. — Republicans in the Missouri General Assembly have proposed legislation that could limit or bar the Missouri Department of Elementary and Secondary Education from implementing Common Core State Standards in the state.

The Missouri Republican Party’s official opposition to the plan began last June, when at their convention the delegates passed a resolution opposing Common Core Standards.

State Rep. Charlie Davis, R-Joplin, said while he sees education as a priority of state government, he does not want to accept some national standards.

“The education of our children is a priority of mine. Ensuring that we are truly educating them is the responsibility of our local school boards. Local control is important to me,” Davis said last week.

The issue came up again last month while the House of Representatives was debating its fiscal year 2014 budget. State Rep. Kurt Bahr, R-St. Charles, offered an amendment that would ban the state from spending any money to implement Common Core standards.

Bahr said he opposed the program because he is concerned about the cost of its implementation, accessibility for rural districts to be able to participate in online tests, and a general desire to protect state sovereignty from the federal government.

“We don’t have the control over standards or the nature of the assessment in our state,” he said, adding that he is concerned that more liberal national and international groups might gain influence over Missouri education.

“The people who work in the EPA (Environmental Protection Agency) and the U.N. (United Nations) are going to tend to be more liberal, so I think it’s fair to ask what kind of liberal materials could be forced on our kids,” he said last week.

Despite broad opposition from the GOP, the standards have received support from most local school districts, including the St. Charles School District in Bahr’s district, and many school officials in Southwest Missouri, including Joplin, Webb City, Neosho and Carthage.

The Department of Elementary and Secondary Education, which is lobbying the Legislature against limits on the program, called Common Core standards “uniform learning goals” that would assist a student if he or she moves to a different school district, or even a different state.

Chris Nicastro, commissioner of education, said the goals will help students identify the knowledge and skills they will need to succeed when they graduate, regardless of their career path.

In addition to his budget amendment, Bahr has also filed legislation that would put a complete ban on implementing Common Core Standards. That legislation has passed out of the Downsizing State Government Committee, and is currently in the House Rules Committee. His bill has been sponsored by House Speaker Tim Jones, State Rep. Bill Lant, R-Neosho, and a dozen other lawmakers.

In the Senate, Sen. John Lamping, R-St. Louis, filed legislation that would require the Missouri Department of Elementary and Secondary Education to conduct public hearings in all eight of the state’s congressional districts before implementing the program.

Lee’s Summit R-VII School District Aquatic Center

Lee’s Summit, is a growing suburb just south of Kansas City, Mo., and the school district struggled for years to find space for three high school swim teams to practice. When leaders decided it was time to build a new competition facility they hired a local design team with the intention of creating a facility featuring the perfect balance of amenities, ideal for use by three existing high schools, and a planned fourth high school. Opened in 2009, that facility is now known as Lee’s Summit R-VII School District Aquatic Center.

While effectively accommodating swim competitions, the new aquatic center was developed primarily for practices and team development, rather than for hosting large meets and events. This enabled the school district to have first-class water without the expense of an arena with large amounts of seating. The completed 10-lane-by-50-meter pool can accommodate 23 short course lanes, each available for simultaneous practice sessions.

Another configuration allows for an eight-lane short course meet, with four lanes of warm-up cool-down, to occur while a diving competition is simultaneously occurring. Deep-water areas are located at each end, allowing for starts off of blocks and flip turns and a movable bulkhead allows for a variety of teaching components and many different events, including large long-course meets to smaller short course head-to-head matches between schools. Locker room facilities and the main lobby, including access to concessions, are located adjacent to the pool

In addition to serving the high school competitive swimmers, the facility is open to the community and designed to be flexible for a wide range of use and events. Shallow portions of the pool accommodate community programming and are located in the center with ramped access.

The aquatic center design focuses on the safety and comfort of swimmers and spectators. To control sound, acoustical metal roof deck and acoustical masonry units were used in the pool area. Insulated precast concrete wall panels were used to create an energy-efficient building envelope.

In the pool itself, the filtration system includes larger vessels, which lower energy-use and result in longer filter runs before the filters must be cleaned by backwashing. This both improves the effective filtration of the water and results in less water consumed.

An ultraviolet light system also enhances both water and air quality. The system neutralizes pathogens that could potentially make the swimmers sick, and helps eliminate chloramines. Chloramines adversely affect the quality of the air, causing discomfort to guests and corrosion throughout.

Mechanical systems with state-of the-art temperature and humidity controls provide six air changes per hour for the comfort of the swimmers. Systems keep the air temperature within two degrees of the water temperature, providing for a comfortable space for swimmers and guests. As the system dehumidifies the air, it reclaims lost heat and water to return it back to the pool. This conserves energy and water.

Large swim meets are not the focus of the facility, but there is elevated spectator seating for 400. The seating area features glass railings, helping eliminate obstructed views of the pool, and state-of-the-art “tube” lighting is used to illuminate the interior of the pool area. There are no exterior windows.

The overall interior had to present a ‘neutral’ site because it is used by three high schools. The building features warm wood tones, natural stone, glass, and stained concrete floors. Painted graphics throughout incorporate the school colors for the three high schools.

The three schools also were a factor in finding the appropriate location for the facility. The school district preferred a central location, but also did not want to give any one high school an advantage over the others based upon location. Ultimately, a middle school campus was selected as a neutral site, which eliminated the cost of land purchase and provided for shared parking.

Today the aquatic center’s primary function is to provide a swimming and diving facility for high school competitive teams, with opportunities for middle school intramurals, physical education/health instruction, extracurricular elementary swim lessons, and community aquatics. Finding a successful design required considerable input from the school district staff, and community groups and the result is a state-of-the-art facility that meets the needs of both student athletes and the community.

Ailene Tisser and Cindy Freedman are owners of Angelfish Therapy, which helps children with a variety of special needs, sensory issues, and motor-coordination difficulties reach their full potential through fun and challenging aquatic therapy sessions, swim lessons and even land-based therapy.

Sign up today and find out why aquatic therapy can benefit children with:

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About Me

I am the mother of three beautiful children. Two of them have graduated from high school. One of those is in college taking remedial courses because she didn't receive the free and appropriate education that she was entitled to. I am now paying college tuition for that education.
My third child is autistic and was forced to drop out of school. He was receiving no services for his autism and was no longer progressing in his classes.
He was being destroyed emotionally, psychologically, and mentally. He was forced to take medication to just attend school and that affected his liver. He is 17 years old. He has a nonverbal IQ of 123 and the interpersonal skills of a one year old.
My taxes have paid for an $8.6 million administration center, $12 million aquatic center, $250,000 for band uniforms,and a $15 million elementary school with empty classrooms. They have not paid for my children's education. My district boasts that they spend the least amount per student of any other district in the area. But, they will hold up their facilities to those in the much richer county to the west. We also have the second highest tax levy in Jackson County.